¶ … stakeholders within this project: the administrators of the ESL programs within the academic institutions, the teachers and tutors who actually deal with ESL, students within the ESL programs and, to a lesser degree, the International Administration and Staff within the institutions. Each particular stakeholder would, of course, have different goals and needs based on the data; however, the overall reporting should be quite applicable to their needs as long as each stakeholder is appropriately addressed in the discussion. Each of these groups has a particular need for the information provided:
ESL Program Administrators -- An ESL Program is fluid and constantly evolving. Each year there is a new mix of students and the appropriateness of the current program and methodology should be evaluated for efficacy. This group of stakeholders would be focusing upon the macro trends of the study.
ESL Teachers and Tutors -- In a very similar way to the above, the teachers and tutors need to see if their program or methods are effective and with whom. This study should help identify disconnects. This group would focus on the macro and micro trends of the study.
ESL Students -- Since each individual student brings a different background to the program each will glean something quite different from the research. If they are struggling through the program and find the current methods ineffective, they may be able to reach an agreement of a new way to approach the subject. If the study shows the program is quite effective for most of the students, and they are not doing well, then they will need to reassess their own issues. Knowing how the program is working in general could be a major help to students.
International Students Departments -- This department is the liaison with students, faculty, and governmental officials from all over the world. Understanding the strengths and weaknesses of the current programs, and the recommendations for future development, will help this group be more effective in planning and recruiting.
Page 15 -- The stakeholders will be the same for all questions (4 groupings); the reasons for each having vested interests are quite similar as well. However, differences in the type of data allow for a more precise set of conclusions to be made. For instance, this set of data is primarily qualitative and may be used to compare overall trends within each stakeholder grouping. So, the goals of reporting the data are identical: information, action, comparison, methodology, and future development. The way the data supports each particular initiative is different.
This set of data, in particular, lends itself far better to a multidisciplinary comparison. For instance, with the previous qualitative data sets, there were general trends based on opinions, feelings, and perceptions. Using quantitative data, we can make judgments based on how students perceive tangible paradigm sets, and what those sets mean to them as ESL learners. The power of this approach is in the way the data is presented (e.g. graphed or tabular, or both), so that the various stakeholders will be able to quickly and easily amass the information. Because each set of stakeholders has a slightly different bias and goal for their own programs, the data used in this quantitative set will be exportable via Excel files for their own use.
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